Vol. 27

| 2025-05-12

Publicación Continua

Relevance of Financial Training and Quantitative Reasoning during Higher Education

Dr. José Gabriel Aguilar Barceló, Mtra. Lizbeth Martínez Romero, Dr. Nanatael Ramírez Angulo

1-17
Challenges in the Practice of Co-Teaching in Intercultural Education for Teaching the Mapuche Language and Culture in Chile

Katerin Arias-Ortega, Carlo Prévil, Viviana Villarroel-Cárdenas

1-16
COVID-19 and Higher Education Teachers: Pedagogical and Emotional Response

Jose Angel Vera Noriega, Miguel Angel Sainz Palafox, Maria Clara Cuevas

1-16
Chilean Educational Psychologists: In Transition to an Indirect Intervention Approach

Rodolfo Soto, Marta Minguela, Javier Onrubia

1-17
Curriculum Evaluation of a Postgraduate Degree from the Perspectives of its Stakeholders

Gladys Martínez-Gómez, Carlos Alberto Cortés-Rodríguez, Daniel Vega-Martínez

1-16
Types of Feedback for Strategic Reading in Large Lectures

Ligia Colmenares Vázquez, Guadalupe Yamilet Torres-López, Carlos Santoyo Velasco

1-15
Teaching History in Mexico: Teachers’ Perceptions in Primary Education

Anacary Guadalupe Castro-Torres, Rosendo Martínez-Rodríguez

1-16
The Construction of the Student as a Political Subject in Inclusive Schools

René Valdés, Luis Jiménez, Cecilia Olivares

1-14
Pedagogical Strategies for Learner Autonomy Scale

Brenda Cecilia Padilla Rodríguez, Alejandro Armellini, Arturo de la Garza González, María de los Ángeles Cuéllar Villanueva, Daniela de la Cruz Moreno, José Armando Peña Moreno

1-16
Learning and Teaching Styles in Traditional Dances

María Espada-Mateos, Rosa de las Heras-Fernández, María Fernández-Rivas

1-14
- HTML
- PDF
- XML
- EPUB
- Audio resumen
Beliefs of Preservice Teachers About Wordless Picture Books

Francisco Antonio Martínez-Carratalá, Sebastián Miras, José Rovira-Collado

1-15
Evaluating Teacher Collaboration: The National Teacher Recognition System in Chile

Johana Contreras, Constanza San Martín, Solange Muñoz, Horacio Solar

1-16
Emotional Impact of COVID-19 on Teacher Training

Irune Corres-Medrano, Rakel Gamito Gómez, Imanol Santamaría-Goicuria

1-19
- HTML
- PDF
- EPUB
- Audio resumen
Reading in Spanish: Strategic Learning in Chinese University Students

Xu Kong, Vilma María Pérez Viñas, Qinghua Qiu

1-15
- HTML
- PDF
- EPUB
- Audio resumen
Gaze, Conversational Structures, and Mediation in Chilean Primary Education

Marco Antonio Villalta-Paucar, Pablo Livacic Rojas, Jéssica Rebolledo Etchepare, Lautaro Barriga Carvajal, Angélica Guzmán

1-15
- HTML
- PDF
- EPUB
- Audio resumen
Attitudes Toward Research in Undergraduate Psychology Students at a Public University in Mexico: A Cross-Sectional Study

Mario Rojas-Russell, María Fernanda Martínez Hirota, Angel Francisco García Pacheco, Karina Serrano-Alvarado

1-10
- HTML
- PDF
- XML
- EPUB
- Audio resumen
Social Representations of Teacher Identity in Special Education in Chile

Lidia Valdenegro-Fuentes

1-19
- HTML
- PDF
- EPUB
- Audio resumen
Identification of Teacher Characteristics Necessary to Form Effective Co-Teaching Pairs

Edwin Triana-Teherán , Carme Armengol Asparó

1-16
- HTML
- PDF
- EPUB
- Audio resumen
Digital Competence and Factors Influencing Teacher Participation in Massive Open Online Courses

Maria Amalia Salazar Alvarado, Adriana Mata-Calderón, Olmer Núñez Sosa, Carmen Yaribel Cruz, Melissa Cubero Villalobos

1-18
- HTML
- PDF
- EPUB
- Audio resumen
Analytics and Gaps in the Use of Digital Platforms for Mathematics Education in Uruguay

Eduardo Rodriguez Zidan, Gustavo Bentancor Biagas, Martin Solari

1-17
- Audio resumen (ES)
- HTML
- PDF
- XML
- EPUB
Teachers’ Social Justice Attitudes and Behaviors in Challenging Contexts: A Case Study

Irene Moreno-Medina

1-15
- HTML
- PDF
- EPUB
- Audio resumen
Simulation Model for Face-to-Face and Distance Education Options Post-COVID-19

Sandra Patricia Barragán-Moreno, Oscar Leonardo Lozano Galindo

1-21
- HTML
- PDF
- EPUB
- Audio resumen
Expectation and Academic Readiness Profiles in Higher Technical Education

Nelson Castro, Ximena Suárez Cretton, Nicolás Pareja Arellano

1-11
- HTML
- PDF
- EPUB
- Audio resumen
Transition from Preschool to Elementary School: Family Perspective in the Dominican Republic

Emelinda Padilla-Faneytt

1-16
- HTML
- PDF
- EPUB
- Audio resumen

ISSN: 1607-4041

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Vol. 27

Relevance of Financial Training and Quantitative Reasoning during Higher Education

Challenges in the Practice of Co-Teaching in Intercultural Education for Teaching the Mapuche Language and Culture in Chile

COVID-19 and Higher Education Teachers: Pedagogical and Emotional Response

Chilean Educational Psychologists: In Transition to an Indirect Intervention Approach

Curriculum Evaluation of a Postgraduate Degree from the Perspectives of its Stakeholders

Types of Feedback for Strategic Reading in Large Lectures

Teaching History in Mexico: Teachers’ Perceptions in Primary Education

The Construction of the Student as a Political Subject in Inclusive Schools

Pedagogical Strategies for Learner Autonomy Scale

Learning and Teaching Styles in Traditional Dances

Beliefs of Preservice Teachers About Wordless Picture Books

Evaluating Teacher Collaboration: The National Teacher Recognition System in Chile

Emotional Impact of COVID-19 on Teacher Training

Reading in Spanish: Strategic Learning in Chinese University Students

Gaze, Conversational Structures, and Mediation in Chilean Primary Education

Attitudes Toward Research in Undergraduate Psychology Students at a Public University in Mexico: A Cross-Sectional Study

Social Representations of Teacher Identity in Special Education in Chile

Identification of Teacher Characteristics Necessary to Form Effective Co-Teaching Pairs

Digital Competence and Factors Influencing Teacher Participation in Massive Open Online Courses

Analytics and Gaps in the Use of Digital Platforms for Mathematics Education in Uruguay

Teachers’ Social Justice Attitudes and Behaviors in Challenging Contexts: A Case Study

Simulation Model for Face-to-Face and Distance Education Options Post-COVID-19

Expectation and Academic Readiness Profiles in Higher Technical Education

Transition from Preschool to Elementary School: Family Perspective in the Dominican Republic

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